Planning Learning Experiences to Support Holistic Development of Child

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Added on 2024/06/28

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This essay delves into the cyclical process of planning learning experiences to support the holistic development of children in early childhood education. It examines relevant learning experiences, including child-centered and teacher-led approaches, and emphasizes the significance of assessment in informing planning and implementation. The essay also explores the Early Years Learning Framework (EYLF) and its role in shaping teaching practices and program design. Furthermore, it discusses theories supporting play-based learning, such as Piaget’s theory of cognitive development, highlighting the importance of play in fostering holistic growth. The scenario of Jackson Park Preschool is used to illustrate practical applications of these concepts, demonstrating how educators can create engaging environments that promote children's emotional, physical, and psychological well-being.

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SCENARIO BASED LEARNING

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Table of Contents
INTRODUCTION.............................................................................................................................. 4
BODY..............................................................................................................................................5
CONCLUSION............................................................................................................................... 10
REFERENCES................................................................................................................................. 11

INTRODUCTION
This assignment is prepared to gain an understanding of the cyclical process of planning for the
learning and development of the children. This assignment will also cover the relevant learning
experiences that will support holistic development. Further, the significance of the assessment
of the supporting planning will also be covered that will help the teacher to implement and
design learning experiences. The theories will also be cover in relation to the learning by the
role play, teacher-oriented experience, and child-centred experiences teaching and holistic
growth and development of the child.

BODY
There are 22 children studying in Jackson Park Preschool where three of students of Aboriginal
descent, four children with little to no English, and ten children have English as their second
language. This school is located in a suburban area with having high density in the area of
Melbourne Victoria. Each child is engaged in their particular activities that help their
development and growth in their holistic manner. This experience can be used for the holistic
development of children. Five children among the twenty-two children are engaged in building
the small block area (Clammer, 2019)
Planning of learning experience to support the holistic development
Holistic development is a method of learning that focused on the significance of the emotional,
physical and psychological well-being of children, especially in early childhood. The EYLF also
encourages the early childhood educators that focus on the holistic approach for their learning
method rather than it focuses on the traditional aspects.
The holistic approach can be provided and developed by the teachers to buy the building
trusting and strong relationships. Children can communicate and engage better when they can
connect with people they trust. As in the scenario, five children are engaged to build a small
block area (Saud, 2018). Five children are working together that will help to develop a holistic
approach among them. It is also important to identify the interest of the child and understand
their motivation that will guide in discovering their purpose and identity in their life by their
connections to the spiritual values and the natural world. In the given scenario the children are
also engaged in the sandpit that also ensures the holistic development and growth. The
learning experience can also be planned by developing an inviting and engaging environment
for children that can connect themselves in the environment. Supporting children is also
important for holistic development that can encourage exploring themselves (Young et al.,
2018). Thus this planning can result in child-centred experiences and teacher-led experience.
Child-centred Experiences: It is also called student-centred learning is an approach for the
education that focused on the students' needs rather focusing on others that are involved in
the education process such as administrators and teachers. This approach may have many
implications for the curriculum design, courses interactivity and course content.

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Teacher-led experiences: in this type of learning the teacher is the in charge of the learning.
This learning is based on the basis of the needs of the teacher. The classroom in this type of
learning is designed around the needs of the teacher. It seems to be controlled and quiet.
Teachers also take responsibility for the needs of the student (Edwards et al., 2017).
Intentional teaching: It is a process and method that related the children that can build and
embraces on their strengths. This involves the educators being purposeful, deliberate and
thoughtful in their actions and decisions. This involves making planning and organizing the
physical learning environment and engagement with children in relation to playing, routines,
the context of play etc.
Modelling: It is the type of instructional strategy where the teacher demonstrates the new
approach and concept for the learning and here students learn with the help of observing.
Modelling takes place when teachers use to demonstrate a concept for the student.
Scaffolding learning: This is the type of learning that ensures providing support for the students
to increase the learning process. The teacher does it with the help of the systematic building on
the knowledge and experiences of the student as they are learning for the new skills (Dawson,
2015).
EYLF
The Early Years Learning Framework describes the practices, principles and outcomes that
enhance and support learning of the young children from birth to five years of age and also
their transition of school. It offers a vision where all experience learning of children that is
engaging and building success for life. It has also been framed so that the services of early
childhood will have the ability to develop their own strategies for the implementation of their
objectives (Zimmerman et al., 2017). The second stage is associated with being collected with
the help of the formative assessment for a sometime. This is being used to assess reviewing the
development of chidlren. EYLF ensures teacher to develop the quality programs and practices
for the children that ensures their holistic development and practices.
In the given scenario, the teacher is allowing the children to adopt their activities and practices
as per their interest some children are engaged in the building block activities while other
children are engaged in the indoor practices, some other children are engaged in the sandpit

activity to play with the truck that stands over there. EYLF also informs program planning and
implementation of play-based learning (Way et al., 2018).
CYCLICAL PLANNING PROCESS
This is the process of planning and evaluation and also the professional observation used by
educators of early childhood that assist in developing high-quality programs for early childhood
education for children. This planning cycle includes five steps of the planning cycle and which
are as follows:
STEP 1
PLANNING
Planning is the development and learning is significant for ensuring child achievement. The
teachers must follow the identified assessment and observation of the child by child play with
range of different activities related to the child initiated. According to the scenario the children
are engaged in the role activities and play that result in the development of the holistic
development and growth (Edwards, 2017).
STEP 2 OBSERVATIONS
This stage reflect the observation that look out at the process that assist teacher to get idea
about individual and it also assist in getting idea about the development of child and support.
There are basically two types of observations and which are spontaneous and formal. The
teacher needs to observe the activities of the children and must put efforts to improve the
performance and development of children. According to the scenario, each child is engaged in
their activities in which they feel comfortable. Different children are engaged in specific activity
and the teacher can observe their particular activities and can engage in holistic development
(Edwards, 2017).
STEP 3 ASSESSMENTS
This plays a vital role to help cares, parents and practitioners to recognize the progress of
children, understanding the children requirement support and activities. There are two kinds of
assessment and which are summative and formative assessment. Formative assessment is an
on-going assessment of children and this is gone by the practitioner that observes the child on a

regular basis as for example playtime on a weekly basis. Summative assessment can be adopted
for evaluating the learning of the student at the end of the teaching and making a comparison
against some standard and benchmark. This method can be adopted by the teacher through
understating the ends and interest of the children and using this interest of children for their
development by explaining and discussing the knowledge of that area. The assessment is used
to plan activities and support. Assessment can address and support the planning
documentation for the holistic development and growth of the children. This will also surely
ensure teacher activity (Edwards, 2017).
Development of planning for individual children
Planning is arranged and must be arranged in a flexible manner for taking into account of
different age group with different background of children. Child planning must be based on the
observation and assessment of an individual child for making the best steps for further
development and learning (Way et al., 2018).
The holistic learning and development can be enhanced in the children by the teachers that can
facilitate the environments to feel connected and warmth in the area and to create the home
life within the school community. Teaching methods also focuses on a nature-based, multi-
sensory learning environment. Multiple learning modalities can be integrated into daily
rhythms for creating the learning atmosphere that can be challenging, supportive and
meaningful to each child. The teacher can practice "awareness of self" within the classroom.
Teachers try to teach in compassionate and respectful ways of problem-solving and relating in
the classroom setting through their language, energy and behaviour. This will help to develop
the emotional security which will allow the spirit of the child the freedom to create, imagine
and discover the world around them. Holistic learning and development can be developed
through the nourishing and nurturing the sense of imagination and wonder of the child as the
teachers provide the children with space, materials and activities for creating their world and to
express themselves (Edwards, 2017).
THEORIES OF PLAY BASED LEARNING
Piaget’s theory of cognitive development

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This theory suggests that children go through the four stages of mental development. The
theory also focuses not only for understanding how children can acquire knowledge and this
theory has four stages which are Sensorimotor stage, Preoperational stage, Concrete and
formal operational stage. Piaget had suggested that children actively participate in the learning
process. As kids communicate and interact with the world that is around them and in this way
they continuous starts adding new knowledge and increasing the existing knowledge. The first
stage reflects that the infant has the knowledge of the world through their sensations and
movements. Children also learn about the world through basic actions and also have the
realization that their actions can result in things. The second stage reflects the children to think
in a symbolical manner and they also learn to use pictures and word to represent objects.
Children at this stage also become egocentric and also struggles to see and analyze things from
other perspectives (Way et al., 2018). At the third stage, children begin to think in a logical
about concerned events. They are also being to have understood the conservation concept. The
last stage reflects the young adults that begin for thinking about problems. It also involves the
increase in logic and the ability for using deductive reasoning and also understanding the
abstract ideas.

CONCLUSION
This assignment has discussed the documentation of the planning of learning experiences that
supports holistic development. This assignment has also discussed the cyclical process for
planning children growth. This has also covered EYLF with the explanation of the addressing it
informing teaching practice. It also covers the EYLF and its role in program planning design and
implementation. This has also covered the linkage of theories that can support the play based
learning.

REFERENCES
Clammer, J., 2019. Advancing Cultural Rights: Holistic Development and Sustainable Futures. In
Cultural Rights and Justice (pp. 159-177). Palgrave Macmillan, Singapore.
Dawson, P., 2015. Assessment as learning. Research Bulletin of the Waldorf Research Institute,
20(2), pp.30-42
Edwards, S., 2017. Play-based learning and intentional teaching: Forever different?.
Australasian Journal of Early Childhood, 42(2), pp.4-11.
Edwards, S., Cutter-Mackenzie, A., Moore, D. and Boyd, W., 2017. Finding the balance: A play-
framework for play-based learning and intentional teaching in early childhood education. Every
Child, 23(1), p.14
Saud, M.S., 2018. A Framework of Scenario-Based Learning for Module Development. In
PROCEEDINGS OF NEW ACADEMIA LEARNING INNOVATION (NALI) SYMPOSIUM 2018 (p. 37)
Way, M., Boland, K. and Isachsen, R., 2018. Outdoor learning-growing the mindset A global
perspective on promoting advantage for all children through the use of the outdoors to redress
vulnerability.
Young, E., Jegathesan, T., Ng, S., Mylopoulos, M., Minhas, R.S., Huber, J. and Zubairi, M., 2018.
THE DEVELOPMENTAL TOOLKIT: A PLAY-BASED LEARNING TOOL. Paediatrics & Child Health, 23,
p.e48
Zimmerman, B.J., Schunk, D.H. and DiBenedetto, M.K., 2017. The role of self-efficacy and
related beliefs in self-regulation of learning and performance. Handbook of competence and
motivation: Theory and application, 313.